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Mpofu Stanley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):122-122
International Review of Education - 相似文献
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Elias Mpofu 《International Journal of Disability, Development & Education》2003,50(4):435-454
The study designed and field-tested the effectiveness of a school-based program for enhancing the social acceptance of early adolescents (i.e., ages 11 to 14 years) with physical disabilities attending ordinary Zimbabwean schools (N=218; Mean age 12.49, SD=1.87 years). Actual (i.e., peer) social acceptance and perceived (i.e., self) social acceptance were considered and for same-gender and opposite-gender groups. The program involved (a) a role salience intervention, (b) a peer interaction intervention, and (c) an academic support intervention, and combinations of the individual interventions. The social enhancement protocols were pilot tested over a three-month period. The main study involved entire classrooms (N=194 classrooms; 8342 students) in order to avoid contamination of the interventions, treat the context of prejudice and enable non-disabled classmates to benefit from participation. Nomination sociometric techniques were used to measure social acceptance, and identify student-preferred school or classroom roles, preferred peers, and preferred academic services. Measures of intervention effectiveness were taken at 12-week intervals over a 6-month period. Repeated measures analysis showed that the peer interaction intervention was singularly more effective than the role salience and academic support interventions in raising the actual social status of students with physical disabilities. Interventions involving role salience were effective in raising the students' perceived social status. 相似文献
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Mpofu Stanley T. Youngman Frank 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(6):573-595
The article highlights the renewed significance of adult literacy for international and national educational policy as a result of the World Educational Forum in 2000, at which a new vision of literacy was advocated. The difference between the new and old paradigms of adult literacy is considered. The article argues that the traditional approach which has dominated the international discourse on adult literacy has profoundly influenced national decisions. This influence is illustrated through a comparative analysis of national adult literacy programmes in Botswana and Zimbabwe. The programmes exhibit a high degree of similarity despite differences in the national contexts. The analysis shows that the traditional approach has been relatively ineffective in improving adult literacy levels. However, proposals for change influenced by the new paradigm have not been taken into account. Thus the examples of Botswana and Zimbabwe indicate the difficulty in displacing the dominant tradition in adult literacy at the level of national policy-making. 相似文献
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Karl Peltzer Elias Mpofu Peter Baguma Bolanle Lawal 《International journal for the advancement of counseling》2002,24(3):193-203
The aims of this study were to examineattitudes towards HIV testing, sexualbehaviour, HIV risk perception and HIV testingbehaviours among university students in fourAfrican countries. The participants consistedof 760 first-year African black universitystudents (351 male, and 409 female) from fourAfrican countries (Nigeria, South Africa,Uganda, and Zimbabwe), in the age range of 17to 44 years (M = 23.6, SD = 4.3). Results showedthat 17.3% of the students indicated that theyhad already been tested for HIV, and of thosewho went for the HIV test 16.2% did not getthe results of the last test. The HIV TestingAttitude Score indicating a positive attitudetowards HIV testing was associated with havinghad an HIV test, the intention to go for an HIVtest, self-rated HIV knowledge, the number ofsex partners in the past 12 months, andpersonally knowing someone with HIV or AIDS.Having had an HIV test and the intention to gofor an HIV test were associated with three HIVtesting attitudes subscales: 'Generalconcerns, 'Trust and support, and 'fears.The 'Confidentiality and 'Friends concernssubscales were also weakly associated with theintention to go for an HIV test. 相似文献
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Vongai Mpofu Femi S. Otulaja Emmanuel Mushayikwa 《Cultural Studies of Science Education》2014,9(1):221-242
A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science. 相似文献
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Stanley T. Mpofu Frank Youngman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,18(3):573-595
The article highlights the renewed significance of adult literacy for international and national educational policy as a result of the World Educational Forum in 2000, at which a new vision of literacy was advocated. The difference between the new and old paradigms of adult literacy is considered. The article argues that the traditional approach which has dominated the international discourse on adult literacy has profoundly influenced national decisions. This influence is illustrated through a comparative analysis of national adult literacy programmes in Botswana and Zimbabwe. The programmes exhibit a high degree of similarity despite differences in the national contexts. The analysis shows that the traditional approach has been relatively ineffective in improving adult literacy levels. However, proposals for change influenced by the new paradigm have not been taken into account. Thus the examples of Botswana and Zimbabwe indicate the difficulty in displacing the dominant tradition in adult literacy at the level of national policy-making. 相似文献
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